Prerequisite 476-859 The Socio-Political Context of Student Welfare Description
This subject explores the concept of community and the schools' place in the community. Current theoretical models of school community partnership such as School Focused Youth Services and Full Service schools are critically analysed and recent program initiatives are examined for their relevance and application to participants' own educational settings. The unit introduces the procedures, ethical principles and challenges that underpin the development of collaborative relationships between schools, welfare services and other professionals. The exploration of student welfare provision models enables students to analyse these archetypes in their own setting and to map and develop strategies which would strengthen their schools capacity to work across sectors with all components of their community.
Assessment
Assignments equivalent to 3,000 words (100 per cent).
476-862 ORGANISATIONAL CHANGE AND STUDENT WELFARE Available in these courses PGDipEdStud(StudWelf)
Offered Parkville Campus, Semester Credit points 12.5
Staff Liz Freeman Contact 24 hours
Prerequisite 476-860 School-Community Partnerships and Student Welfare Description
This subject investigates the relationship between school organisation, school culture and student welfare policy and practice. The effective schools research is examined. The links between learning and student wellbeing and teacher welfare and student welfare are explored. The processes for effective organisational change are analysed and applied to the improvement of student welfare policy and practice. Students are also introduced to the process of action research and are encouraged to identify an area of improvement in their own setting that will form the basis of an action research project in the second semester subject 476-858 Research Project in Student Welfare .
Assessment
One 3,000 word assignment or equivalent projects (100 per cent).
476-881 PROFESSIONAL DEVELOPMENT FOR IMPROVEMENT This subject is not offered in 2005
Available in these courses PGCertEdStud Offered Parkville Campus
Credit points 12.5 Staff Julianne Moss Contact 15 hours Description
The professions generally recognise the importance of staff development and appraisal. There is growing acknowledgment in teaching of the links between appraisal, the professional development of teachers and change in schools. This module explores the connections between teacher appraisal processes, professional development and school change. In particular it examines trends in these areas in terms of contemporary moves to middle schools as one way to improve the work of schools and teachers.
Assessment
A paper of 3,000 words that reports on and critically evaluates an appraisal/professional development program (100 per cent).
476-884 TEACHING AND LEARNING IN TIIE MIDDLE SCHOOL: RESPONDING TO INDIVIDUAL DIFFERENCES
This subject is not offered in 2005
Available in these courses PGCertEdStud Offered Parkville Campus
Credit points 12.5 Staff John Munro Contact 15 hours Description
This subject involves an analysis of the individual learning characteristics of particular groups of students with a particular focus on the middle school level and their implications for effective teaching in
contemporary classrooms. Topics include an examination of variation in ways of learning across the middle school span, the individual learning characteristics of student sub-groups (this includes variation in learning ability, motivation to learning and cognitive style), the design and implementation of teaching procedures appropriate for catering to individual differences in learning in a range of key learning areas and appropriate assessment and reporting procedures and the organisation of classes to benefit optimally from multiple individual differences. Contemporary issues in middle school education such as alienation from school, adolescence, discipline, classroom organisation and school effectiveness are examined from the perspective of individual differences in learning.
Assessment
A paper of 3,000 words examining the individual learning characteristics of a particular group of students and its implications for effective teaching, curriculum design and implementation (100 per cent).
476-886 SCHOOL-BASED INTERVENTION STRATEGIES
Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdStud(SpecLearnDiff), PGCertEdStud(SpecLearnDiff)
Offered Parkville Campus, Semester 1 Credit points 12.5
Staff Daryl Greaves
Description
A broad range of instructional methods and strategies which are appropriate for classroom use with learners who have disabilities are examined. The subject focuses on the development, implementation and evaluation of evidence-based instructional methods. Some conceptual and methodological aspects of behavioural research and intervention are studied.
Assessment
Two written assignments totalling 2,000 words each(100 per cent).
476-889 LEARNING DISABILITIES: LITERACY
Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdStud(SpecLearnDiff), PGCertEdStud(SpecLearnDiff)
Offered Parkville Campus, Semester 1 Credit points 12.5
Staff John Munro Contact 18 hours Description
This subject reviews contemporary theories and explanations of learning disabilities in literacy and examine their underpinning assumptions and implications. Theories include schematic-interactive models, strategic models and orthographic learning models. Implementation issues such as word, sentence and topic level processes are examined. Contemporary diagnostic and education programs and practices for students with learning disabilities in literacy are analysed and evaluated in terms of current research. In addition, strategies for the provision of assistance at the systemic, school and classroom levels are examined.
Assessment
One written assignment totalling 4,000 words (100 per cent).
476-890 LEARNLNG DISABILITIES: NUMERACY
Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdStud(SpecLearnDiff), PGCertEdStud(SpecLearnDiff)
Offered Parkville Campus, Semester 2 Credit points 12.5
Staff John Munro Contact 18 hours Description
This subject reviews current theories of learning disabilities in numeracy and their implications for instruction. Relevant diagnostic and instructional models are analysed in terms of their theoretical bases, empirical support and implications for implementation. Contemporary numeracy education programs and practices for use with students who have numeracy disabilities are analysed and evaluated. In addition, strategies for the provision of assistance at the systematic, school and classroom levels are examined.
Assessment
One written assignment totalling 4,000 words (100 per cent).
476-892 CLASSROOM STRATEGIES FOR GIFTED EDUCATION Available in these courses MEd, PGDipEdStud, PGCertEdStud Offered Parkville Campus, Semester 1
Credit points 12.5 Staff John Munro Contact 18 hours
Description
This subject provides an introduction to the need for differentiated instruction for the intellectually gifted and the ways in which it can be provided, eg., acceleration, enrichment, extension, mentoring, and within and between subject differentiation. Differentiation of content, processes and products is addressed, as well as modifications in environment (ie., grouping strategies, classroom management, teacher/student
relationship) to promote optimal learning. Differentiation of all Key Learning Areas is considered, with a particular focus on English, mathematics and science. The impact of different levels and types of
intellectually gifted students on school provisions are explored.
Assessment
Two assignments of 2,000 words (50 per cent each) based on reflections and evaluations of teaching experiences with gifted students.
Prescribed text
Maker, J. & Neilson, A. B. (1996). Curriculum Development and Teaching Strategies for Gifted Learners.
Austin, TX: Pro-Ed.
476-893 UNDERSTANDING AND IDENTIFYING GIFTED LEARNING Available in these courses MEd, PGDipEdStud, PGCertEdStud
Offered Parkville Campus, Semester 1 Credit points 12.5
Staff John Munro Contact 18 hours Description
This subject is a foundation in the study of the education of gifted and talented children. Through an
historical survey, this subject introduces definitions of giftedness and talent, together with the characteristics of gifted children and their educational needs. Programs, provisions and means of identification are outlined, and school curriculum issues both in Australia and internationally are reviewed. The social-emotional needs of gifted children are also presented. Students taking this subject have opportunities to interact with gifted children and their parents and teachers.
Assessment
An essay of 1,500 words (60 per cent), and log book report on an observation of a community gifted education program, equivalent to 1,500 words (40 per cent).
Prescribed text
Davis, G. A. & Rimm, S. B. (1998). Education of the Gifted and Talented. (4th Ed). Needham Heights, MA:
Allyn & Bacon.
476-895 DEVELOPMENTAL PSYCHOLOGY OF GIFTEDNESS Available in these courses DEd, MEd
Offered Parkville Campus, Semester 1 Credit points 25.0
Staff John Munro Contact 36 hours Description
Examines gifted learning and talent from a psychological perspective. The focus is on the psycholgical factors that influence the development of giftedness and talent. It comprises four aspects: 1) cognitive and intellectual aspects of giftedness, 2) social and emotional aspects of giftedness and 3) the application of developmental psychology of giftedness to teaching and curriculum. Cognitive and intellectual aspects include a consideration of the relationship between gifted learning and conceptual development, and memory
Social and emotional aspects include overview of social and emotional development of gifted children and the implications for thier parents and teaxchers, self concept and self efficacy. Developmental models are applied to giftedness throughout the lifespan, the identification of gifted learners, gifted learning disabilities, gifted children from cultural minorities and appropriate counselling techniques.
Assessment
Two assignment of 4,000 words (50 per cent each). One targetting a psychological aspect of gifted learning and one tragetting an application of a psychological issue.
Prescribed text
Colangelo, N.& Davis, G.A.(2003). Handbook of gifted education. Boston:Allyn and Bacon Heller, K.A., Monks, F.J. Sternberg, R.J. & R.F. Subotnik (Eds.) (2000). International Handbook of Giftedness and Talent, Second Edition (pp. 3 - 21) Amsteram: Elsevier
Sousa, D.A. (2003). How the gifted brain learns. Thousand Oaks, California:Corwin Press
477-807 POLICY ANALYSIS, PROGRAM MANAGEMENT AND LEADERSHIP IN SPECIAL EDUCATION AND INTEGRATION
Available in these courses DEd, MEd, Offered Parkville Campus, Semester 2 Credit points 25
Staff TBA
Contact 36 hours Description
This subject critically examines educational and social policies and practices in the field of disability and education. Key factors that impact on the management of programs, leadership roles and attitudes are considered. Appropriate techniques to evaluate policy, program management and leadership skills are also covered.
Assessment
Two written assignments each of approximately 4,000 words (50 per cent each) or a written paper of 8,000 words based on a class presentation (100 per cent)
481-803 CREATING THE LEARNING ORGANISATION Available in these courses DEd, MEd
Offered Parkville Campus, Semester 2 Co-ordinator Gabriele Lakomski
Credit points 25 Contact 36 hours Description
This subject provides an introduction to what is meant by a 'learning organisation' and 'organisational learning'. The term 'learning organisation' has become increasingly popular in organisational theory and the management and change literatures. An organization, firm, or school that is capable of learning is deemed to be better at adapting to rapidly changing external circumstances and become more productive and efficient in accomplishing its goals. In talking about an organization that learns, the subject examines the various reasons for learning; the meaning of organisational as separate from individual learning; the different levels and type of learning, as well as structures and processes which either facilitate or hinder the learning which happens in organizations. Of particular importance are the concepts of the distribution of cognitive labour and socially distributed cognition which indicate that learning happens at all organisational levels. Some suggestions are made on how such organisational learning can be structured more efficiently in school, and non-school organisations alike.
Assessment
A paper of 6,000 words (75 per cent) and a research paper of 2,000 words (25 per cent), presented as a class paper.
Recommended text
Argyris, C. and Schon, D. Organizational Learning II, Reading, MA: Addison-Wesley, 1996.
481-805 PROJECT (EDUCATION POLICY AND MANAGEMENT)
Available in these courses MEdMgmt, MEd, PGDipEdStud, PGCertEdStud, PGDipEdAdmin Offered Parkville Campus, Summer, Semester 1 or 2
Co-ordinator Lawrie Drysdale; student is responsible for obtaining a supervisor Credit points 25
Contact To be negotiated with the supervisor Description
The project may take the form of a reading course or an appropriate investigative study. The candidate proposes an investigation or investigations which he or she wishes to carry out under the supervision of a staff member who has expertise in the area. The candidate must submit a proposal for consideration at the beginning of the semester. Composing and refining the proposal is seen as part of the project. On the
acceptance of the proposal by the supervisor, the candidate carries out the investigation, and has regular with the supervisor to whom the candidate reports progress and from whom he or she receives academic advice on the way the investigation is developing. The completion of the project is marked by the submission of a research document or paper, reporting on the findings of the investigation on which the project was based.
The same scholarly conventions are expected as in a thesis reporting the outcomes of a longer piece of research. The essential difference is that a project treats with a subject more limited in size and scope than is normal for a minor thesis. A project may also focus on what in an another context may constitute part of a longer study, such as detailed and annotated literature review; the translation from another language of a key document together with an introduction incorporating an expert commentary on the significance of the document; the construction and possible field testing of a data collection instrument for a longer study, the discussion of a research methodology, the design of a model; the development of a conceptual framework or theoretical construct drawing on the scholarly literature; the analysis of an emergent policy together with a critical review of the documents in which the policy is enunciated.
Assessment
A report or reports totalling 8,000 words (100 per cent).
481-806 MANAGEMENT OF RESOURCES IN EDUCATION Available in these courses DEd, MEd
Offered Parkville Campus, Semester 1 Co-ordinator TBA
Credit points 25 Contact 36 hours Description
The first part of this subject, on Budgeting in Education, is concerned with budgeting, accounting and the management of information, with particular attention to these for self-managing schools or other educational institutions in the public and private sectors. The second part, on Resources and Outcomes in Education, provides an extensive examination of evidence of the relationship between the allocation of resources and outcomes in education. Implications for policy making at different levels is explored. Each module draws on a range of concepts in this field of study, with particular attention given to theories of political economy and considerations of efficiency, effectiveness and equity. Contemporary approaches to public and private sector funding of education are examined, with particular attention to the role of government. While an Australian setting is assumed, international comparisons are provided in key areas.
Assessment
481-807 HUMAN RESOURCES MANAGEMENT IN EDUCATION Available in these courses DEd, MEd
Offered Parkville Campus, Semester 2 Co-ordinator Lawrie Drysdale
Credit points 25 Contact 36 hours Description
This subject examines the changing role, functions and activities of human resource management in an educational setting, and explores current issues, complexities and future challenges. Content areas include human resource policy and planning; job evaluation and selection, work design, staffing practices, working terms, conditions and employment; performance management; remuneration; staff training; productivity issues and staff relations. The subject also addresses issues of industrial relations and productivity, including world's best practice, bench marking, total quality management systems and quality assurance.
Assessment
Two papers of 4,000 words (50 per cent each), or one paper of 8,000 words (100 per cent).
481-809 PROGRAM EVALUATION: FORMS AND APPROACHES Available in these courses DEd, MEd, MAssess&Eval, MTrng&Dvt Offered Either Parkville Campus or external (online) mode, Semester 1 Credit points 25
Staff Pam St Leger
Contact 36 hours for internal mode students. External mode students can expect a total workload of